Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Avoidance Learning and Learned Helplessness01:14

Avoidance Learning and Learned Helplessness

2.5K
Avoidance learning and learned helplessness are critical concepts in understanding behavioral responses to negative stimuli.
Avoidance learning occurs when an organism learns that a specific behavior can prevent an unpleasant outcome. For example, a student who receives a bad grade may start studying harder to avoid future poor grades. This behavior persists even when the negative outcome is no longer present. Avoidance learning is powerful because it maintains behavior in the absence of the...
2.5K
Blind Procedures02:07

Blind Procedures

13.4K
Ideally, the people who observe and record the children’s behavior are unaware of who was assigned to the experimental or control group, in order to control for experimenter bias. Experimenter bias refers to the possibility that a researcher’s expectations might skew the results of the study. Remember, conducting an experiment requires a lot of planning, and the people involved in the research project have a vested interest in supporting their hypotheses. If the observers knew which...
13.4K
Learning Disabilities01:25

Learning Disabilities

585
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
585
Associative Learning01:27

Associative Learning

1.3K
Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
1.3K
Purposive Learning01:22

Purposive Learning

464
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
464
Observational Learning01:12

Observational Learning

875
Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
875

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Does Overconfidence Really Confer Adaptive Benefits to Children's Learning?

Psychological science·2026
Same author

Nothing to see here: The weak evidence base for unconscious control of human behavior.

The Behavioral and brain sciences·2026
Same author

Decoding and vocabulary improvements mediate sustained gains in reading comprehension: Evidence from a randomised controlled trial of a multicomponent reading intervention.

Journal of child psychology and psychiatry, and allied disciplines·2026
Same author

Investigating the analytical robustness of the social and behavioural sciences.

Nature·2026
Same author

Dyslexia with and without developmental language disorder: Profile analysis.

Annals of dyslexia·2026
Same author

Real-World Effectiveness of Early Language Intervention: Evidence From a Nationwide Rollout of the Nuffield Early Language Intervention in England.

American journal of speech-language pathology·2026
Same journal

Implicit Sequence Learning in Children With Reading Difficulties: Dyslexia Versus Low Intellectual Functioning.

Dyslexia (Chichester, England)·2026
Same journal

Script-Specific Predictors of Reading Comprehension in Hebrew-Speaking Children With Reading Difficulties.

Dyslexia (Chichester, England)·2026
Same journal

Beyond Spelling: Oral and Written Expository Discourse Skills in Adolescents With Dyslexia.

Dyslexia (Chichester, England)·2026
Same journal

Dyslexia Knowledge, Attitudes and Self-Efficacy Among Chinese Mainstream School Teachers.

Dyslexia (Chichester, England)·2026
Same journal

Examining the Serial Advantage in Fluent and Dysfluent Readers.

Dyslexia (Chichester, England)·2026
Same journal

Reading- and Spelling-Related Self-Concept, Emotions and Coping Strategies in Students With and Without Dyslexia.

Dyslexia (Chichester, England)·2026
See all related articles

Related Experiment Video

Updated: Jan 26, 2026

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

8.8K

Procedural and declarative learning in dyslexia.

Gillian West1, Francina J Clayton2, David R Shanks3

  • 1Department of Education, University of Oxford, Oxford, UK.

Dyslexia (Chichester, England)
|April 24, 2019
PubMed
Summary
This summary is machine-generated.

Children with developmental dyslexia show some procedural learning deficits compared to typically developing peers. However, the study suggests these may not be specific to reading, questioning the procedural deficit hypothesis for dyslexia.

Keywords:
declarative learningdyslexialanguagememoryprocedural learning

More Related Videos

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

1.2K
The Double-H Maze: A Robust Behavioral Test for Learning and Memory in Rodents
09:01

The Double-H Maze: A Robust Behavioral Test for Learning and Memory in Rodents

Published on: July 8, 2015

13.1K

Related Experiment Videos

Last Updated: Jan 26, 2026

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

8.8K
Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

1.2K
The Double-H Maze: A Robust Behavioral Test for Learning and Memory in Rodents
09:01

The Double-H Maze: A Robust Behavioral Test for Learning and Memory in Rodents

Published on: July 8, 2015

13.1K

Area of Science:

  • Cognitive Neuroscience
  • Developmental Psychology
  • Educational Psychology

Background:

  • The procedural deficit hypothesis suggests impaired procedural learning contributes to reading deficits in developmental dyslexia.
  • This hypothesis links difficulties in implicit learning to challenges in acquiring reading skills.

Purpose of the Study:

  • To investigate group differences in procedural and declarative learning between children with dyslexia and typically developing children.
  • To examine the validity of the procedural deficit hypothesis in explaining reading difficulties.

Main Methods:

  • A reading ability-matched design was employed to compare procedural and declarative learning.
  • A serial reaction time task was used to assess procedural learning in both groups.

Main Results:

  • Both children with dyslexia and typically developing children exhibited procedural learning.
  • Typically developing children showed a steeper increase in procedural learning over time compared to children with dyslexia.
  • No significant relationship was found between procedural learning and reading ability in either group.

Conclusions:

  • The findings do not strongly support the procedural deficit hypothesis as the sole explanation for dyslexia.
  • Observed procedural learning differences may stem from broader motor learning impairments rather than sequence-specific deficits.
  • Further research is needed to clarify the relationship between procedural learning, motor skills, and reading acquisition.